sarc report for san joaquin county community...vacant teacher positions 0 1 1 2012-13 2013-14...

San Joaquin County Community

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

View this SARC online at the school and/or LEA Web sites.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents and community members should contact the school principal or the district office.

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

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Wendy Frink, Division DirectorPrincipal, San Joaquin County Community

Welcome to San Joaquin County Community Schools! Our program serves students K - 12 in 21 different locat ionsthroughout the county. We promote the concept of "one.,"believing that all of our students and staff have unique gifts and talents. When we recognize and support each other'sstrengths, together we can achieve miracles.

Wendy Frink, Principal

2707 Transworld Dr. Stockton, CA95206-3948

Phone: 209-468-4950E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/.

https://maps.google.com/maps?q=2707+Transworld+Dr.%2cStockton%2cCA&t=m&z=16

mailto:[email protected]

2013-14 SARC - San Joaquin County Community

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Last updated: 1/9/2015

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name San Joaquin County Community

Street 2707 Transworld Dr.

City, State, Zip Stockton, Ca, 95206-3948

Phone Number 209-468-4950

Principal Wendy Frink, Division Director

E-mail Address [email protected]

Web Site www.sjcoe.org/cosp

County-District-School (CDS) Code

39103973930468

District

District Name San Joaquin County Office of Educat ion

Phone Number (209) 468-4800

Web Site http://www.sjcoe.org

SuperintendentFirst Name

James

SuperintendentLast Name

Mousalimas

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

one.Mission

We ensure that ALL students attain the skills and confidence to make a posit ive difference and thrive in our ever-changing world.

one.Vision

We maintain high expectat ions and an academic focus that is rigorous, relevant, and founded on relat ionships. We inspire and empower ourstudents to be tomorrow ’s leaders. They are innovat ive thinkers who transcend boundaries to achieve the extraordinary. They are resilient and self-aware,able to overcome all obstacles in their pursuit of excellence. Our students have a strong sense of self-worth and value working w ith others to make miraclesoccur.

The program enables students to become product ive members of the community by providing quality learning opportunit ies. Students develop an appreciat ion ofself and others, individual talents, crit ical thinking and problem solving skills, workforce readiness, and complete a course of study result ing in a high school diploma,Cert ificate of Complet ion, CHSPE or GED.

The populat ion of the community school programs is comprised of students on parent referral, and/or students who have been expelled, are on probat ion or arehomeless. Many students have also been referred through the Student Attendance Review Board (SARB) process.

Community schools are located in leased commercial propert ies and in eight county-owned school buildings. These school sites are located throughout the countyin order to serve the students direct ly in the communit ies in which they live. The largest sites accommodate up to 100 students and the smallest site serves 20students.

Students in the community schools are in grades K-12 and come from a variety of academic, ethnic, social, and emotional backgrounds. Teachers incorporate lifeskills and the concept of one., as well as California State Content Standards in their teaching. Four sites serve grades K-6 exclusively. The diversity of students andlocat ions is unified through the one.Program’s mission and vision, curriculum, methods of assessment, and the guiding philosophy of one.


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www.sjcoe.org/cosp

http://www.sjcoe.org



The one.Program staff is comprised of teachers, counselors, a school nurse, clerical support, maintenance staff, technology staff, WorkAbility staff, andadministrators. All employees are “teachers of students,” and part icipate in act ivit ies such as quests, congresses, career fairs, athlet ic events, and extendededucat ional opportunit ies.

The Community Schools program uses an integrated, thematic approach to instruct ion. Lessons, assignments and projects are based on quarterly themes thatbring cont inuity to the learning experience. Students complete grade appropriate, standards-based academic courses and work on basic skills to completerequirements or earn high school credits. Educat ional strategies are highly interact ive, and are both process and product oriented in the classroom. Teachersincorporate life skills and the “Concept of one.,” as well as California State Content Standards in their teaching.


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Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Kindergarten 5

Grade 1 8

Grade 2 6

Grade 3 5

Grade 4 7

Grade 5 12

Grade 6 15

Grade 7 11

Grade 8 49

Grade 9 77

Grade 10 142

Grade 11 262

Grade 12 416

Total Enrollment 1015

KindergartenGrade

1

Grade

2

Grade

3

Grade

4

Grade

5

Grade

6

Grade

7

Grade

8

Grade

9

Grade

10

Grade

11

Grade

12

0

50

100

150

200

250

300

350

400

450

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 17.3

American Indian or Alaska Nat ive 0.8

Asian 6.2

Filipino 1.0

Hispanic or Lat ino 56.8

Native Hawaiian or Pacific Islander 1.0

White 12.4

Two or More Races 3.7

Socioeconomically Disadvantaged 90.6

English Learners 18.1

Students w ith Disabilit ies 7.1

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

17%

6%

1%

56%

1%

12%3%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair.

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 48 49 44 170

Without Full Credent ial 2 1 3 34

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 1

2012-13 2013-14 2014-150

10

20

30

40

50Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 1 1

2012-13 2013-14 2014-150.0

0.2

0.4

0.6

0.8

1.0

1.2Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: December 2013

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 70 31

All Schools in District 69 31

High-Poverty Schoolsin District

69 31

Low-Poverty Schoolsin District

68 32

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language Arts

Core: Glencoe Literature: California Treasures andReader’s Choice

Supplemental: Holt Literatureand Language Arts 9

HoughtonMifflin Reading/Language Arts (Grades K – 6)

PLATO(Grades 9 – 12) (Adopted 2010)

IntegratedThematic Curriculum

Yes 0.0

Mathematics

CORE: Scott Foresman-AddisonWesley envision Math Common Core (Grades K – 6)

Glencoe Algebra Readiness (Grades 6 – 8)

Holt Algebra (Grades 8 – 12)

PLATO

Yes 0.0

Science

Glencoe Biology: The Dynamics ofLife (Grades 9 – 12)

Glencoe Physical /Earth Science (Grades 9 – 12)

No 0.0


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Glencoe Life Science (Grades 9 – 12)

Fearon Biology (Grades 3 – 6)

Integrated Thematic Curriculum

PLATO (Continually updated)

History-Social Science

CORE: Glencoe: The AmericanJourney

Glencoe World History: Modern T imes

Supplemental: D.C. Heath WorldHistory

GlobeFearon World Geography and Cultures

IntegratedThematic Curriculum (Updated every year)

PLATO

Yes 0.0

Foreign LanguageNA

0.0

Health


PLATO

No 0.0

Visual and Performing Arts


PLATO

No 0.0

Science Laboratory Equipment(grades 9-12) NA

0.0


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School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

The condit ion of the Community Schools facilit ies, is rated “good” overall. Note that the FIT reports cover only the 7 buildings owned and maintained by CountyOperated Programs.

The maintenance and cleaning staff have a regulardistrict paint ing and maintenance schedule and funding for equipment andsupplies. The maintenance and cleaning staff are assigned based on a formula toensure equity. The maintenance staffensures that the repairs necessary to keep the school in good repair andworking order are completed in a t imely manner.

CLEANING PROCESS AND SCHEDULE:

A scheduled maintenance and cleaning program isadministered by Community Schools to ensure that all classrooms, restrooms andfacilit ies are well-maintained and in good repair. The Director of StudentServices works daily w ith the cleaning staff to develop a schedule that ensuresclean and safe schools.

FACILITIES UPGRADES:

During the 2013-14 school year, Integrated Telecom Solut ions installed IP cameras at eight of the community sites. The total expenditures for this project were$102,152.

DEFERRED MAINTENANCE :

In the 2013-2014 school year work was completed in thefollow ing categories:

• Paving and maintence in parking lots at Lodi, Harmony, and Choice

• Floor Covering for the Federal Building

• Paint ing

• Roofing and gutter repairs at Lodi, Bianchi, Pock and Manteca

DEFERRED MAINTENANCE TO BE COMPLETED 2014-15:

Parking lot repairs for Monte Diablo, Manteca and the Federal Building

HVAC Systems are being inspected and reviewed for possible repairs and/or major maintenance


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School Facility Good Repair Status - Most Recent Year

Overall Facility Rate - Most Recent Year

DATA ON SCHOOL FACILITIES:

Data on school facilit ies was collected for CommunitySchools during August and September 2014.

FACILITY CONDITIONS:

Community Schools takes great effort to ensure that allschools are clean, safe and funct ional. To assist in this effort, CommunitySchools uses a facility survey instrument developed by the State of CaliforniaOffice of Public School Construct ion. The results of this survey are availableat the school office or the San Joaquin County Office of Educat ion. None of theeight emergency facilit ies needs specified in Educat ion Code Sect ion 17592.72(c)(1) exist at the Community School sites.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Fair

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Fair

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 2 5 4 19 23 22 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 22

All Students at the School 4

Male 4

Female 4


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino 5


White 12

Two or More Races

Socioeconomically Disadvantaged 4

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services


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Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized Testing and Reporting Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 8% 5% 4% 24% 24% 28% 54% 56% 55%

Mathematics 11% 6% 6% 18% 18% 18% 49% 50% 50%

History-Social Science 5% 3% 3% 11% 10% 14% 48% 49% 49%

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School ND ND ND


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies


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Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

The San Joaquin County Office of Educat iondesires to provide a comprehensive career technical educat ion (CTE) program in the secondary grades which integrates core academic instruct ion w ith technicaland occupat ional instruct ion in order to increase student achievement, graduat ion rates, and readiness for postsecondary educat ion and employment. The CTEprogram shall be designed to help students develop the academic, career, and technical skills needed to succeed in a knowledge- and skills-based economy. Theprogram shall include a rigorous academic component and provide students w ith a strong experience and understanding of all aspects of an industry.

The San Joaquin County Office of Educat ion’s CTE program shall focus on preparing students to enter current or emerging high-skill, high-wage, and/or high-demand occupat ions. CTE opportunit ies may be offered throughlinked learning programs, partnership academies, apprent iceship programs or orientat ion to apprent iceships, regional occupat ional centers or programs, tech prepprograms, charter schools, small learning communit ies, CalWorks or other programs that expose students to career opt ions while preparing them for future careersin a given industry or interest area.

State model curriculum standards for CTE for grades 7-12 integrate the state'sacademic content standards w ith industry-specific knowledge and skills in 58 careerpathways organized into 15 industry sectors: agriculture and natural resources; arts, media, and entertainment; building trades and construct ion; educat ion, childdevelopment, and family services; energy and ut ilit ies; engineering and design; fashion and interior design; finance and business; health science and medicaltechnology; hospitality, tourism, and recreat ion; information technology; manufacturing and product development; market ing, sales, and service; public services;and transportat ion. The state's curriculum framework for CTE provides guidance in implementing the state content standards and provides guidance forimplementing assessment standards.

Career Technical Education Participation (School Year 2013-14)Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 437

Percent of pupils complet ing a CTE program and earning a high school diploma 25.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 0.0

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (ifCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if

applicable)applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts 7% 9% 8% 19% 28% 27% 56% 57% 56%

Mathematics 11% 8% 12% 17% 28% 27% 58% 60% 62%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-14

0

2

4

6

8

10

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-14

0

2

4

6

8

10

12

14


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California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Group

English-Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 73% 17% 10% 73% 21% 6%

All Students at the School 92% 7% 1% 88% 11% 1%

Male 92% 6% 1% 90% 10% N/A

Female 91% 9% N/A 86% 12% 2%

Black or African American 100% N/A N/A 96% 4% N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino 94% 5% 1% 88% 11% 1%

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White 75% 25% N/A 64% 36% N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged 92% 8% N/A 89% 11% 1%

English Learners 97% 3% N/A 93% 7% N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ionServices

N/A N/A N/A N/A N/A N/A

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 N/A N/A N/A

7 N/A N/A N/A

9 30.0% 12.5% 7.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Parents are a crucial part of the team in ensuring a student 's success. Parental involvement is built into County programs in the follow ing ways:

"Increasing opportunit ies for parental involvement” is incorporated into the WASC act ion plan under goal #3: improve our capacity for building relat ionships

Parents are involved in the enrollment process, held at each school site, to provide individual attent ion. One week per grading period (3 per year), theSJCOE alternat ive program observes early release days. This allows teachers to schedule student/parent/teacher conferences and discuss studentassessment results and credits earned.

"Parent Involvement" magnets are distributed upon enrollment, which list parent/teacher conference weeks, SSC and DELAC dates

Parents are also encouraged to sign up to part icipate in other school act ivit ies such as School Site Council, WASC Steering Committee, chaperoningevents, volunteering at quests or in the classroom. Parents serve on the site council and have a voice in educat ional spending and program decisions.Student Study Teams (SSTs) are held on a regular basis to discuss student behavior/progress w ith paeents/guardians. Translat ion is provided wherenecessary.

Parents part icipate in tw ice-yearly LCAP Community Meet ings.

Quarterly newsletters are mailed to parents to keep them informed of school act ivit ies (i.e., School Site Council, ELAC, T it le I issues, state test ing dates,etc.)

Parent survey is given each year during parent/teacher conferences in the spring.

Parents are recruited to part icipate in the District English Learner Advisory Council (DELAC). Not ices are sent in Spanish to invite parents to part icipate.Parents receive training on DELAC responsibilit ies and rights.

Parents of special educat ion students are encouraged to part icipate in the Community Advisory Committee which meets at least one t ime per month w ithvarious presenters.

Parents are invited to attend “Open House” and "Back to School" act ivit ies at their child’s school site.

At quarterly SSC and DELAC meetings, parents are provided w ith training/information regarding:

1. The parents’ role and responsibilit ies (Needs Assessment, Language Census, advise on School plan)

2. CAHSEE requirements/SBAC "Smarter, Balanced Assessment Consort ium"

3. CELDT assessments and programs/ services for EL students

4. Graduat ion requirements

5. Intervent ion strategies

6. College prep & Financial aid

7. Career/Technical Educat ion programs

8. Job skills preparat ion

9. Gang awareness

10. Drug prevent ion


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State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; andHigh school graduat ion rates.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate 18.7 15.3 12.0 18.7 15.3 12.0 14.7 13.1 11.4

Graduat ion Rate 74.28 76.18 80.3 74.28 76.18 80.3 77.14 78.87 80.44

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2010-11 2011-12 2012-1310

20

30

40

50

60

70

80

90Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2013


All Students 25 39 84

Black or African American 25 37 75

American Indian or Alaska Nat ive 60 66 77

Asian 40 32 92

Filipino 37 70 92

Hispanic or Lat ino 21 37 80

Native Hawaiian or Pacific Islander 33 84

White 35 51 90

Two or More Races 13 13 89

Socioeconomically Disadvantaged 22 36 82

English Learners 10 13 53

Students w ith Disabilit ies 21 20 60


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State Priority: School Climate

The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety.

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions 26.20 26.50 0.00 16.90 14.10 4.20 5.70 5.10 4.40

Expulsions 0.00 0.00 0.10 0.00 0.00 0.10 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

5

10

15

20

25

30School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

All COSP school sites have a comprehensive school safety plan in accordance w ith the Safe Schools policy, which includes a specific emergency operat ions plan. Incompliance w ith SB 187, the plan is reviewed and revised annually for each school site. Site safety plans are aligned w ith the Nat ional Incident ManagementSystem (NIMS) and California Standardized Emergency Management Systems (SEMS) ut ilizing Incident Command System (ICS). Each document is prepared for theuse of employees at a specific school site in the event of an emergency, disaster, or crisis situat ion.

At the beginning of each school year, COSP school site staff update their site specific Emergency Plan. The site specific Emergency plan includes the site safetyplan, San Joaquin County Office of Educat ion's Disaster Plan, updated site maps/evacuat ion routes, and Emergency Medical Services Authority,EMSA emergency first aid guidelines of California Schools. Schools are issued first aid kits and “grab and go” emergency packs in the event of an evacuat ion. Theschool nurse collaborates w ith parents/guardians of students w ith special needs in order to provide medical emergency kits in accordance w ith their IndividualizedSchool Health Plan, ISHP. A copy of the Emergency Plan binder is housed at the school site and the COSP Director's office and is available for parent/guardianreview.

In the spring and summer of 2014, ALICE (Alert, Lockdown, Inform, Counter, Evacuate) training was provided for all staff, w ith plans to provide to students inthe 2015-16 school year.

The counseling staff creates a crisis file for every teacher in the program. Community school teachers are given the file at the beginning of the year, along w ith


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instruct ions on how they are to be ut ilized. The information is reviewed and updated as needed throughout the year. The follow ing information is displayed ateach site and is also included in the crisis file:

- Direct ions to follow in case of an emergency, crisis or injury

- COSP Emergency Hotline phone number

- A bomb threat checklist

- List ing of emergency phone numbers

- T ips for de-escalat ing a conflict

- Suicide intervent ion information, suicide hot line and San Joaquin County Mental Health contact information

- Resource numbers (Runaway hot line, shelter and “safe house” contact numbers, Public Health immunizat ion and HIV/AIDS information)

- Child abuse prevent ion information

- CPS report ing form

- State laws pertaining to unlawful conduct and sexual intercourse w ith a minor

- Smoking cessat ion resource list

- Community Resources


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2006-2007 2005-2006

Year in Program Improvement * Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 100.0%


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* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2011-12 2012-13 2013-14

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other 15.0 3 0 0 15.0 4 0 0 9.0 4

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 20.0 45 0 0 20.0 56 0 0 20.0 58

Mathematics 20.0 41 0 0 20.0 54 0 0 20.0 58

Science 20.0 42 0 0 20.0 46 0 0 20.0 37

Social Science 20.0 42 0 0 20.0 38 0 0 20.0 53


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Note: Cells w ith N/A values do not require data.

* One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 4.5 228.0

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist N/A

Social Worker N/A

Nurse 1.0 N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $7,877 $7,877 $00 $59,173

District N/A N/A $00 $59,173

Percent Difference – School Site andDistrict

N/A N/A 0.00% 0.00%

State N/A N/A $4,690 $69,435

Percent Difference – School Site and State N/A N/A 0.00% -0.17%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

CAHSEE tutoring two days per week for students in grades 10-12

Foster Youth tutoring two days per week for all Foster Youth students

CAHSEE writ ing preparat ion for English Learners

Program-wide MAP test ing tw ice a year

Program-wide PWA test ing tw ice a year

PLATO supplemental curriculum

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $40,083 $31,438

Mid-Range Teacher Salary $58,997 $66,928

Highest Teacher Salary $77,910 $102,417

Average Principal Salary (Elementary) N/A N/A

Average Principal Salary (Middle) N/A N/A

Average Principal Salary (High) N/A N/A

Superintendent Salary $260,725 N/A

Percent of Budget for Teacher Salaries 10.9% %

Percent of Budget for Administrat ive Salaries 8.2% %

Teacher Salary Chart

80000

Principal Salary Chart

1.0


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http://www.cde.ca.gov/ds/fd/cs/


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Average Principal Salary

(Elementary)


(Middle)


(High)

-1.0

-0.5

0.0

0.5

1.02013-14 SARC - San Joaquin County Community

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*Where there are student course enrollments.

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0

Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

San Joaquin County Community Schools devote 3 full school days 4 half days and 37 one and a half to two hour sessions to professional development. Acomprehensive professional development plan is in place that was developed from teacher feedback, state changes in curriculum and student achievement data. The follow ing elements are included in the plan:

Bi-annual training in the district adopted curriculum·

Monthly meetings to support teachers w ith Subject Matter Competency and becoming Highly Qualified Teachers (HQT), through a partnership w ithProfessional Development Department of the San Joaquin County Office of Educat ion. Subject matter competency for all teachers is provided throughthe Verificat ion Process for Special Sett ings (VPSS). These subject matter consultants provide training to teachers once a month inthe core content areas of mathematics, English/language arts, social studies and science. The consultants may observe individual teachers in the classroomand teach model lessons to provide peer-to-peer coaching that focuses on subject matter competency and engaging instruct ional strategies. CommonCore Training is included in these trainings.

Six Region Meetings where data, program issues and site concerns are ident ified and discussed.

Rigor, Relevance and Relat ionships (RRR) training began in 2008. Consultants from the Internat ional Center for Leadership in Educat ion were brought in totrain the teaching staff and administrators. The RRR focus was supported through monthly meetings led first by teams of administrators and teachers,then through teacher leaders and cont inues w ith teacher leaders and our curriculum coordinator. The teachers have yearly professional goals that are t iedto RRR. New teachers are trained in this prior to the new school year.

English Learner (ELL) training is provided through the San Joaquin County Office of Educat ion Mult i-lingual Department. Trainings include: Edge curriculum,Structures and Strategies, Consultant training, curriculum integrat ion, assessment and coaching.

One Site Collaborat ion t ime is provided to teachers to review curriculum and site goals w ith their teams.

Teacher part icipat ion in textbook adopt ions, which includes review, pilot and subsequent program alignment training to ensure effect iveness ofimplementat ion.

Site Data Team discussions occur one Tuesday of each month. Data Leadership Training is provided to site data leaders. This training includes types ofdata, how to read and use data and leadership skills.

Choice and Voice-Self-selected Professional Learning Communit ies based on teacher interest. Teachers ident ify areas of need, set goals, and implement aplan.

Various workshops, conferences and training which include, but are not limited to:


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- Great Valley Writ ing Project

- Northwestern Evaluat ion Assessment

- PLATO Online Learning Solut ions

- CA Science Teachers Associat ion’s Annual Conference

- CUE Conferences

- 2013 Accountability Leadership Inst itute for English Learners and Immigrant Students

- Bully Proof your Classroom and School Safety Conferences

- GLAD Training

- Common Core Trainings

- Independent Study Conference


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sarc report for san joaquin county community...vacant teacher positions 0 1 1 2012-13 2013-14...

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